MISS FARRELL

Lesson Plan

PS1 FALL 2016

Grade/Subject: Grade 2 Science Lesson #4 Unit: Boats and Buoyancy Lesson Duration: 1 hr
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:

2-7 Construct objects that will float on and move through water, and evaluate various designs for
watercraft.
Specific Learning Outcomes:

(6) Evaluate the appropriateness of various materials to the construction of watercraft, in particular:
the degree to which the material is waterproof (not porous)
the ability to form waterproof joints between parts
the stiffness or rigidity of the material
the buoyancy of the material.
LEARNING OBJECTIVES
Students will:
1. Students will evaluate the appropriateness of various materials of construction of watercrafts, focusing on
waterproofing, density of the material, and the buoyancy of the material.

ASSESSMENTS
Observations:
Are students engaged and interested in our
exploration of boat types?
Are students thinking critically in comparing and
analyzing various boat types?
Are students applying previous knowledge of
buoyancy to the evaluation of these boat types?

Big Ideas:

Material
Shape
Size
Weight
History of boats
Exploration and evaluation of boat types

Written/Performance Assessments:
Performance assessment (formative) : Participation and engagement in the activity
Discussion sharing of own ideas, predictions and theories.
Written assessment (summative/formative) : Types of Boats booklet
Boat name
Unique fact about that boat

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Buoyancy and Boats Edmonton Public Schools Resources
Resource #3: YouTube Video source

MATERIALS AND EQUIPMENT

Types of Boats booklet hand-out for each student

Pencils, eraser
SmartBoard (have it prepared ahead of time with links ready to go)

PROCEDURE
Introduction (10 mins.):
EXPERIMENT DEBRIEF
Hook/Attention Grabber: Did everyone have fun doing our floaters and sinkers experiment?
What was the coolest object in your opinion?

MISS FARRELL

PS1 FALL 2016

Which one shocked or surprised you the most?

RECALL:
Can anyone help me remember what were the 4 main things that I wanted you to think about in
testing all the objects?
Shape/weight/material/size = factors of buoyancy what makes an object float
Transition to Body: Now, can everyone please put their name on their new Types of Boats booklet?

Body (40 mins.)

At this time, I will turn-on the smartboard and pull up all our videos.
Now, for this science class, we will be exploring different types of boats to compare their materials, size, etc.
1. shape
2. weight
3. material
4. size
We will go through each one, one-by-one, and learn about it, label it, and colour it!
Discussion: What is UNIQUE about each boat?
UNIQUE = what makes it different from all the others?
Previous knowledge: some might already know the names of some. So, prompt them further and ask them to remember where, how,
when they saw or how they know this boat type.
this will give us clues into the purpose for this boat
why is it important
what is it used for
I will only be giving you 1 minute to colour each boat, and then we will move onto the next one! Ok? If you are not done
colouring, that is fine! We can come back to this anytime, and we will!

Closure (10 mins)

CLEAN-UP
Consolidation/Assessment of Learning: What boat was most interesting to you?
Which boat do you think would be the heaviest/lightest?
Which boat would be best used to transport zoo animals?
What about 100 people?
What about 1 person?
Transition To Next Lesson: Next week, we will start planning and building our very own boats to then put in
water!!